Learning vs Grade Orientation: Academic Achievement, Self-Reported Orientation, and Personality Variables

Abstract

This research explored relationships between Eison's LOGO instrument and several personality and academic measures in a credit/no credit psychology course ( N = 44). Learning orientation (LO) was correlated with dogmatism and marginally (.07) with multiple-choice test performance, but not with Machiavellianism, Locus of Control, or performance on course written assignments. Grade orientation was related to Machiavellianism and marginally (.07) to test scores. Self-rating of orientation was correlated with both written and test performance, but not LO or GO.